PROJECT NAME

Meaning and Significance of Learning Resources in

Development of school curriculum.

SUBMITTED BY

MS. Nilofer Khan

COURSE: B.Ed. First Semester Winter 2021 Examination

SEMESTER/YEAR: 1st / 2022

ENROLLMENT NUMBER: 210755173984

SUBMITTED TO
SINGHANIA UNIVERSITY
 Meaning and Significance of Learning Resources in Development of school
curriculum.

Introduction
Learning Resources are the diverse sources available to assist the student’s
teachers, and educators etc. regarding the topics mentioned in the curriculum.
NPE-1986 and NCF-2005 are the policies which have played a major role in the
transformation of the school education system in India.
Meaning of Learning Resources
Learning resources means educational content in general terms. The resources
of learning can be in the form of texts, videos, software and other materials
that teachers use to assist the students to meet the expectations for learning
defined by provincial or local curricula. Before a learning resource is used in a
classroom, it must be evaluated and approved at either the provincial or local
level.
National Policy on Education NPE-1986
The Education Commission 1964-66 recommended that the Government of
India should issue a statement on the National Policy on Education which
should provide guidance to the State Governments and the local authorities in
preparing and implementing educational plans. The Govt. of India issued the
Resolution on National Policy on Education in 1968 which stipulated that the
implementation of the various educational programmes undertaken in
accordance with the directions should be reviewed every 5 years. A document
entitled, “Challenges of Education:A Policy Perspective” was prepared which
was translated into all the regional languages and distributed to all the sections
of the people for feedback. Thereafter, the Ministry of HRD, formerly known as
the Ministry of Education brought out a revised document “National Policy on
Education 1986 – A Presentation” which was revised and finally “Draft National
Policy on Education 1986” was laid on the table of the Parliament in the first
week of May,1986. The NPE 1986 contains XII parts and 157 paragraphs on
different aspects of education. NPE (1986) was followed up by the Programme
of Action i.e. POA(1992) which was adopted by the Parliament in Aug. 1986. A
Review Committee was appointed in May,1990. Finally certain modifications
were made in the NPE 1986 which were announced in the Parliament in May,
1992.
Main schemes launched as a result of the Programme of Action i.e. POA(1992)
in pursuance of the NPE (1986) are the following:
1. National system of education
2. Reconstruction of curriculum
3. Operation Blackboard
4. Navodaya Schools
5. Vocationalisation of Education
National Curriculum Framework–2005
The National Policy on Education (NPE, 1986) proposed the National
Curriculum Framework as a means of evolving a National System of Education,
recommending a core component derived from the vision of national
development enshrined in the Constitution.
The policy also entrusted NCERT (National Council of Education Research and
Training) with the responsibility of developing the National Curriculum
Framework at frequent intervals. It was envisioned as a means of modernizing
the system of education.
NCF – 2005 is one of the four National Curriculum Frameworks published in
1975, 1988, 2000 and 2005 by NCERT in India. NCF 2005 has been translated
into 22 languages.
Focus areas of NCF-2005
1. Learning without burden to make learning a joyful experience. It
recommended major changes in the design of syllabus.
2. To develop a sense of self-reliance and dignity of the individual.
3. To develop a child-centered approach.
4. To inculcate the feeling of oneness, democracy, and unity in the students.
5. Equality, Quality and Quantity as the exclusive triangle of Indian Education.
6. Standard curriculum to be provided irrespective of caste, sex, creed, and
religion.
The document recommends partnerships between the school system and
other civil society groups, including NGOs and teacher organisations. The
innovative experiences already available should be mainstreamed and
awareness of the challenges implied in the universalisation of Elementary
education should become a subject of wide-ranging cooperation between the
state and all agencies concerned about children.
Learning Resources of NPE-1986 and NCF-2005
1. Encyclopedia:
Encyclopedia is an important source of finding information related to NPE1986
as well as NCF - 2005.There are many famous and renowned Encyclopedias
available for the students. The students striving to find information related to
these topics can be found from many Encyclopedias, a few of which are quoted
below:-
1. Encyclopedia of Education
2. Encyclopedia of Curriculum Development
3. Encyclopedia of Education, Planning and Development
2. Periodicals :
Many periodical journals are available as major learning source of NPE (1986)
and NCF-2005 for the seeker. These may also be National or International
Journals. The periodicals can be in the form of hard copies or soft copies as
ejournals. The periodicals are published at regular intervals as monthly,
quarterly, fortnightly etc. Some of the examples of the periodicals are as
below:
1. AIAER (Published by: All India Association of Education Research,
Half yearly)
2. EDUTRACKS (Published by: Neel Kamal Publications, Quarterly)
3. Journal of Indian Education (Published by: NCERT, Quarterly)
3. Libraries:
The largest resources of NPE-1986 and NCF-2005 are libraries. A library may
contain the literature mentioned above in the form of books, journals,
Government reports, newspapers etc. Libraries of colleges, universities, and
central libraries can be consulted for this. Each library has a catalogue which
should be first sorted out for finding the related information. The latest use of
Information and Technology is available in the libraries with the provision of e-
libraries too.
4. ICT/Internet:
This is the most sought after learning resource used by the teachers,
researchers and students these days. With just one click, everybody can
retrieve the desired information through the internet. The following can be a
few of the computer generated reference materials:
1. Inflibnet
2. Shodhganga
3. Wikipedia
4. You-tube
5. Podcasts
5. Newspapers/Magazines/Bulletins:
Newspapers, Magazines and Bulletins etc. provide the students with the
updated information related to the topics. Hence NPE-1986 and NCF-2005 also
can be retrieved from particular National dailies, Magazines or Bulletins.
1. The Tribune
2. The Times of India
3. India Today
6. Government Documents/Annual Reports/ Reports of State Governments
/Surveys:
NPE-1986 and NCF-2005 have been considered to be major landmarks in the
history of Indian Education. A proper documentation of these has been done
by the govt. of India through NCERT and NCETE, New Delhi. Moreover Annual
Reports related to these have also been published. Different states have
published their follow-up reports too. National Council for Teacher Education,
New Delhi has published NCF-2005.
1. Survey of Educational Research (by NCERT)
2. Indian Education Report (by Oxford University Press)
3. Statistical Report of India
7. Textbooks:
The students can consult textbooks for referring to NPE-1986 and NCF2005. A
lot of publishers have referred these in their catalogues. Many writers have
written textbooks about Development of Educational System in India or
precisely the same topics like National Policy on Education-1986 and National
Curriculum Framework - 2005. Even NCERT has published the books related to
NPE-1986 and NCF-2005.
8. Mass Media:
Mass media also provides information related to NPE-1986 and NCF-2005.
Radio and Television are few of the mass media commonly used by educators
and students
9. Reference Books/Book Reviews:
Various reference books can be usually consulted by students and teachers.
Moreover, book reviews are also written in a critical manner by various
educationists from time to time which can be consulted to have an extra edge
over others.
10. Reports on Conferences and Workshops:
Diverse institutes may conduct conferences, workshops & seminars etc. on
NPE-1986 and NCF-2005. The proceedings and the papers presented n them
are published in the form of books these days. Hence they act as ready
reckoners as all the aspects of the topics like NPE-1986, and NCF-2005 are
explained from various perspectives in them.
11. Institutional Publications:
The publications taken out by different institutes have been a regular feature.
The institutes invite research papers related to the research or articles.
Similarly NPE-1986 and NCF-2005 are such important topics that publications
have been taken out related to them from time to time.
12. Distance Learning Centres:
Various universities have their own Distance Learning
Departments/Correspondence Course Departments. In that department,
various courses have been offered further. Department of Education is one
such department in which NPE-1986 and NCF-2005 are the topics which a
student can find from their libraries in the form of textbooks or reference
books. IGNOU, Punjab University, Punjabi University, G.N.D.U etc. are few of
them.
13. Social media:
Facebook, WhatsApp, Instagram etc. are a few of the social networking sites in
which some groups have been created by educators, educationists and
students.
They share the updated information about education from time to time. The
increasing influence of different media, especially television, the internet and
internet communication, as well as the intense development of science and
technology, is reflected on society as a whole, this includes education. This is
one of the reasons why students today, as opposed to those of twenty or even
ten years ago, have different interests, priorities and views on education and
the educational process. They want education that is fun, dynamic, and
different, such as the digital images on television or web sites.
Before the rapid development of technology, the teaching process was
reduced to the teacher's verbal presentation of material and using chalk to
write on the blackboard. Although speech remains the most important asset in
the teacher's work, today's teaching process is difficult to imagine without the
use of different modern teaching and learning resources. Their contribution to
the teaching process is manifold, and their use makes the process more
attractive, interesting and modern, and, most importantly, it aids the teacher
in the organisation and quality of conducting the said process, whilst aiding the
students in the processes of enhancing their intellectual and emotional
capacities.
In the context of classes as an institutionalised form of teaching and learning,
teaching and learning resources could be defined as the instruments of
presentation and transmission of the prescribed educational material. These
include, amongst others: images, maps, photographs, sketches, diagrams,
films, written material such as newspaper clippings or articles from scientific
and technical literature. The importance of teaching and learning resources is
further evidenced by today's textbooks that abound with dynamic and
attractive visual material which is used to present between 40% and 50% of
their content, so that it could be closer to children and the media they are
accustomed to, such as television, computer games and the internet. The wide
usage of different teaching and learning resources has its positive and negative
sides, and, in order to regulate the latter, it is important to realise how these
resources are utilised in the educational process.

Teaching and Learning Resources

The purpose of utilising teaching and learning resources in class is to assist the
teacher with the presentation and transmission of educational content and the
achievement of educational objectives, whilst aiding the students in acquiring
knowledge and profiling different abilities and values. Therefore, we can list
the following examples of their common goals:
1. Student motivation,
2. Developing creativity,
3. Evoking prior knowledge,
4. Encouraging the process of understanding, decoding, organising and
synthesising the educational content, logical thinking and reasoning,
communication and interaction, and
5. Contributing to the development of different skills and the acquisition of
values in students, as well as the retention of desirable knowledge, skills and
attitudes.
Whether or not these teaching and learning resources will achieve their
purpose, role and numerous duties, it all depends, first and foremost, on their
correct use within the educational process, which is why it is so important to
define the basic principles of the aforementioned process.
 AUDITORY

AUDIO-
VISUAL VISUAL

TEACHING
AND
LEARNING
RESOURCES

ROLE TASK

PURPOSE

To activate, influence
source of knowledge motivation and arouse interest
in students
To aid in teaching
and learning
instrument of To help clarify, interpret and
processes
transmission of compare important concepts,
educational content phenomena and events

To make learning more

focused, effective, interesting,
vivid, meaningful and
imaginative

To promote better
understanding and development
USAGE of different skills and attitudes

To promote teacher-student and

student-student communication
and interaction

Selection and evaluation

To encourage evoking pre-
gained knowledge and
acquiring new information

Presentation and To aid in finding causes and

interpretation reasons

To encourage students'
personal development

Final evaluation
Overview of Types, Roles, Purposes, Tasks and Usages of Teaching and
Learning Resources
Teaching and learning resources can be differentiated according to their
different characteristics that are apparent at first glance, their different
communication systems or using the senses utilised by students in the process
of receiving the information as a typology criterion. In the field of didactic
theory, as well as in teaching practice, the classification of teaching and
learning resources into visual, auditory and audio-visual resources is almost
universally accepted.
As shown in the diagram, regardless of the type of teaching and learning
resource and bearing in mind the process of teaching and learning, we can
differentiate between three main phases of its usage.
1. The first phase could be termed as the phase of selection and initial
evaluation. Its role is the selection of the most adequate teaching and learning
resource. Several key factors should be taken into account here, such as:
a) Teaching objectives and tasks. They are the foundation of the teaching
process and serve as a starting point in the selection of teaching and learning
resources.
b) The student’s personality. In the teaching process in general, and the
selection of teaching and learning resources in particular, we must always bear
in mind that every student is special and is defined by different physical and
psychological qualities, intellectual development, social skills, interests,
abilities and different styles of learning.
c) The teacher’s level of education and abilities. If the teacher, as someone
who should lead, direct and monitor the teaching process, has no required
knowledge and skills in order to realise the potential of teaching and learning
resources, their role in the class becomes insignificant.
d) Characteristics of teaching and learning resources. Resources used in
teaching should primarily be stimulating and informative, easily accessible and
should contribute to the clarity and quality of teaching and learning.
e) The school’s level of material-technical equipment. In case the school has no
varied and adequate teaching aids, the presentation of teaching and learning
resources will be largely limited.
2. The second phase in the use of teaching and learning resources is
presentation and interpretation. This phase should be directed or managed in
such a way that it encourages the teacher-student and student-student
processes of communication and interaction in three basic steps, namely:
a) The initial analysis of the selected teaching and learning resource. This phase
is based on determining the reasons for the use of said teaching and learning
resource in the teaching process, and determining the resource’s type, its
name and the name of its author, and its source.
b) Collection and classification of the information presented/included/offered
by the teaching and learning resource relevant to the purposes and tasks of
teaching.
c) Synthesising the gathered information and drawing conclusions.
3. The third phase in the use of teaching and learning resources is represented
by final evaluation. Its purpose is the evaluation of the results of selection and
presentation, in other words, the effectiveness of the teaching and learning
resource, in order to gain insight as to the contribution of said resource in
achieving the set goals and in order to eliminate any deficiencies of selection
and presentation.
As emphasized previously, each of the phases shown here is necessary in the
use of teaching and learning resources in order to achieve their roles, potential
and accomplish their desirable tasks in the process of teaching and learning,
such as motivation, evoking pre-gained knowledge, encouraging
communication, interaction and so on.
Characteristics of Teaching and Learning Resources
Even outside the context of teaching, teaching and learning resources have
their own value and a different impact on individuals. For example, viewing a
photograph or painting can evoke different memories and emotions or
encourage creativity in an individual. If the aforementioned is applied to the
teaching process, we might deduce that the goal of using teaching and learning
resources should be directing the reaction, primarily caused by these
resources, towards the achievement of the set goals and objectives of
teaching.
Amongst the listed groups of teaching and learning resources, visual teaching
and learning resources often receive precedence in the teaching process. The
reasons behind this are their advantages that especially come into play during
their practical use in teaching, specifically:
1. Availability in textbooks,
2. Multiplicity,
3. The fact that, in most cases, they present the essence of a subject
matter related to the curriculum, and
4. Ease of application.
In addition to this, it has been empirically proven that visual information is
retained in memory for much longer than the information transmitted via the
oral-writing route, and that students tend to visualise regardless of their
learning style. The visual teaching and learning resources used in the teaching
process are numerous, thus it is necessary to differentiate between and
classify them.

PICTORIAL WRITTEN

PICTORIAL
PRIMARY
REPRESENTATIONS

GRAPHIC
SECONDARY
REPRESENTATIONS

Diagram 2. Classification of Visual Teaching and Learning Resources

As shown in the diagram, "visual teaching and learning resources" could be
divided into pictorial and written resources. Pictorial teaching and learning
resources include various pictorial and graphic representations that can be
effectively used in teaching, such as paintings, caricatures, graphic novels,
photographs, maps, drawings, timelines, schematics, tables, charts and
diagrams. Taking into account the well-known saying that a picture is worth a
thousand words and the fact that students are more motivated and stimulated
if their curriculum is presented graphically, it is not surprising that pictorial
resources are considered very important in the process of teaching and
learning, the fact made most evident in textbooks. The power of images was
recognised as early as the Middle Ages when there came into existence the so-
called "Biblia pauperum" (Pauper’s Bible), which used pictorial representations
with very little or even no text at all to teach, in other words provide
information and the Gospel message to people who did not know how to read.
As already pointed out, today’s discussion of the usage of images in teaching
most often involves the Czech pedagogue Johann Amos Comenius (Komenský)
who, in the 17th century, was the first to draw attention, in practical terms, to
the possibility of arising interest and motivation in students and facilitating the
learning process with the aid of pictorial representations. Later empirical
studies further demonstrated that the information communicated visually is
remembered a lot faster and retained in the memory longer than that
presented in word or text.
The second group of visual teaching and learning resources, as shown in the
diagram, consists of "written teaching and learning resources". These
resources are also numerous and can include all kinds of written records, from
scientific and technical texts to poetry and prose. Specifically, written teaching
and learning resources includes textbooks, manuals, curricula, documents,
legal regulations, legal acts, directives, parts of printed media (dailies, weeklies
and monthlies), parts of scientific works, fiction (novels and short stories), and
poetry.
The aforementioned group of visual teaching and learning resources can be
classified bearing in mind the resource’s importance for each class and, in this
context, we can differentiate between "primary and secondary" written
teaching and learning resources. Primary written teaching and learning
resources should primarily include textbooks, manuals and curricula since they
represent the basis of designing, structuring and managing the teaching
process. The inclusion of other written teaching and learning resources into
primary resources depends, first and foremost, on the goals and objectives of
each class. For example: when teaching history, historical documents, legal
regulations, charters and legal acts could be considered primary written
teaching and learning resources, whereas poems, stories, diaries and
newspapers could constitute secondary resources. In contrast, when teaching
a mother tongue, poetry and prose would be the primary sources, whereas
documents, charters and legal acts would constitute secondary resources.
The second group of teaching and learning is comprised of "auditory teaching
and learning resources", which, unlike the visual resources, are not numerous.
Given the general positive effects of music on human frame of mind and
reasoning, as well as its power to indicate different worldviews, political and
social problems, it is clear to see why auditory resources are most often
defined as especially stimulating and motivating learning and teaching
resources. Those auditory teaching and learning resources which can be used
effectively in teaching include audio recordings such as political and other
speeches, testimonies, various types of musical compositions, radio shows,
vernacular and so on.
"Audio-visual resources" constitute the third group of teaching and learning
resources. Due to the fact these resources are a combination of sound, image
and text, they contribute to a dynamic and lively way of introducing various
representations of events, people and atmospheres into teaching. Audio-
visual teaching and learning resources most often include films and
educational television shows. Educational television shows are those television
shows whose purpose is to deal with and represent the type of content that is
connected to the legally prescribed curriculum. Seeing as this type of television
show is unfortunately quite rare, especially when it comes to secondary
schools, it would be pointless to further discuss their roles and possibilities of
their use in teaching. On the other hand, owing to the hyper production of the
film industry, there are numerous commercial and documentary films covering
various topics that can be effectively used in teaching. Film is a powerful
medium and, as such, it can influence thoughts, emotions and values,
especially in young people, and this is why today an increasing amount of
literature addresses the use of film as a teaching and learning resource.
Despite their positive characteristics, audio-visual and auditory teaching and
learning resources, as opposed to pictorial resources, are not well-represented
in the teaching and learning process. The reason behind this is the fact that
their use is conditioned by several key factors:
1. The teacher’s quality and systematic preparations based on their
knowledge of how to choose their resources, the potential positive or negative
effects and different ways to use auditory and audio-visual teaching and
learning resources.
2. Enough time available for the implementation and content analysis of
auditory and audio-visual teaching and learning resources. It should be noted
that the extensive prescribed curriculum that should be realised within a single
class does not leave enough time to employ auditory and audio-visual teaching
and learning resources fully and effectively.
3. The school’s being well-supplied with adequate space and teaching aids.
Methods of Employing Teaching and Learning Resources in the Teaching and
Learning Process
There is a large number of various and easily accessible teaching materials
today, owing primarily to the internet. However, if these resources are to be
used in teaching, it is necessary to follow the stages of working with teaching
and learning resources, the first of which is, as already pointed out, selection
and evaluation. Selection and evaluation are carried out bearing in mind
several key factors:
1. Students’ characters and interests. No two students are the same and
differences such as gained knowledge, cultural heritage, social position,
imagination and affinities influence the way an individual observes/analyses an
individual teaching and learning resource. Given the aforementioned
differences, a student who once lived in a war-stricken country is going to
approach the interpretation of a photograph of a city or people destroyed by
war different to someone who never experienced such a thing.
2. Characteristics of teaching and learning resources. Every resource has its
own specific qualities that make it unique and which should be considered if
the resource is to be used in teaching. For example, factors such as
composition, colour, presentation and size, should be considered in the
selection of pictorial teaching and learning resources. It is also necessary to
consider the fact students are going to be demotivated by pictorial teaching
and learning resources which are too complex, too small or presented in an
unclear way. The selection of written teaching and learning resources should
involve factors such as clarity, comprehensibility, length of text and the
language used, which can be too complex or unsuitable and therefore
inappropriate for students of a certain age. On the other hand, when selecting
an audio-visual teaching and learning resource, especially film, we should
consider whether its merit lies solely with creating an experience or if its
content is also valuable. To be specific, for the sake of being attractive and
dynamic, some events are often exaggerated in commercial films whilst others
are ignored; irrelevant and false events are inserted, and certain events are
unduly criticised whilst a positive emphasis is put on others with no solid or
true foundation.
3. Using teaching and learning resources can be counterproductive if
students fail to find the meaning of what is being represented by the resource,
if they do not understand it or if they cannot use it independently. It should
also be noted that certain teaching and learning resources, such as paintings,
photographs, caricatures and films, largely depend on the subjective
experience of the author who conceived and developed them, but they also
depend on the experience of those who "read" them (students or teachers).
On the other hand, tables, maps, diagrams, laws, legal documents and
documentary films most often communicate scientifically proven facts or
results that leave little room for interpretation by the author and therefore by
their "readers".
4. As a source of knowledge, teaching and learning resources should be
helpful in attaining the various goals and objectives of teaching. Nevertheless,
what is most often the case is choosing those resources that are related to the
curriculum and which represent the key factors related to a particular
moment, epoch, or a particular central thorny question or problem. Arguably,
the role of teaching and learning resources is communicating facts, events and
problems, but we should, at the same time, be careful not to ignore their role
in promoting empathy and creativity in students and the possibility of
representing, for example, the way people lived in a certain age, their worries,
prejudices and doubts.
The presented selection and evaluation of teaching and learning resources is
the longest and most demanding step in using the teaching and learning
resources. This step is followed by their presentation and interpretation, the
purpose of which is attaining the set goals in carefully planned steps.
1. The first step in the interpretation of a teaching and learning resource
begins by determining its type (photograph, painting, drawing, table,
document, film or poem), its source, its name and the name of its author,
analysing its motives and finally determining the reasons for its use in the
teaching process.
2. The second step in this interpretation is based on collecting and
classifying the important information contained in the selected teaching and
learning resource. It is important to use different methods in this step, such as
analysis, critical observation and evaluation, whilst isolating and emphasizing
the kind of information that contributes to the achievement of the set goals
and objectives of teaching.
3. The last step in the presentation of teaching and learning resources
consists of synthesising the data collected in the previous step. The aim of
synthesising is to interconnect the most important presented and interpreted
information or partial information created by the teaching and learning
resource, which then leads to new knowledge, and skills and value profiling.
This can be achieved through different means: through a teacher’s verbal
presentation or a student’s independent oral presentation and/or practical
work.
Evaluation represents the final stage of working with teaching and learning
resources. The purpose of evaluation is to evaluate the effectiveness of a
particular teaching and learning resource in attaining the goals and objectives
of teaching; in other words, its contribution to the processes of understanding,
linking and interpreting, developing desirable skills and adopting certain values
in students.
The Internet as a part of Teaching and Learning Process
The internet is an unavoidable medium if looking for a quick way to find
necessary information related to any area of human activity. It is now an
essential part of every home and workplace. Using the internet produces
necessary information in a short time, it is used for communication, to browse
various databases, check the latest news, comment on events and even gain
additional knowledge or education. Despite the numerous possibilities it
offers, the internet caused mixed reactions in the beginning; it was well-
accepted and used with enthusiasm on the one hand, and criticised as
something that offered instant and unverified information and influenced
human relations for the worse on the other. However, there are less and less
opponents of the internet thanks to the fact that the today’s fast style of living
requires efficient action, fast access to information, exchange of data and
communication.
As well as playing a part in all areas of life, the internet has also become an
essential part of teaching. Its infiltration into the teaching process caused the
emergence of experts who began to emphasize its negative effect on the
quality of the processes of communication and interaction, and, finally,
learning.
In the context of the process of teaching and learning, the internet can be
defined as a teaching aid whose role is the transmission of visual, auditory and
audio-visual teaching and learning resources. The internet can also be defined
as a multifunctional teaching aid since it is:
1. A source of information and teaching and learning resources,
2. An aid in interpersonal communication, and
3. A place of practical action, such as designing own web sites.
Due to the aforementioned characteristics, the internet in teaching contributes
to the motivation of students, the more so because the students find it a
useful, different and fun teaching aid. It is a fact that the internet contains a
plethora of various information and that it can have the same negative
consequences as the lack of information. Web sites can offer unverified and
wrong information or simply distort the facts since they are being put there by
individuals who are not experts and are guided by their own different motives.
This is why a studious analysis of what the internet has to offer is vital before
including it in the teaching process. In order to achieve such a thing, it is
essential to educate first the teachers and then the students on the methods
of critical analysis, selection, classification and evaluation of the information
presented via the internet, and it is only then that its contents can serve and
encourage the acquisition of knowledge and the development of various skills
and attitudes in students.
Specifically, through browsing the web, students can come across different
views and thoughts related to a particular topic, make a comparison of
documents and paintings, design their own stories, make a caricature based on
the data collected online and so on. In addition to this, the online space can be
used as a space where teachers and students, individually or through
cooperation, can create their own web sites, which could showcase, for
example, a part of their curriculum or the students’ works and projects.
Aside from being a source of information and a place to showcase projects, the
internet can also be used as a communicational teaching aid. For example,
students can communicate with each other via e-mail, which can also be used
to exchange data and ideas with their teacher, related to any sort of
independent work. Furthermore, internet communication can serve as a tool
for the teacher to obtain timely information on the students’ work and
progress. Teachers can also use the internet to create interesting knowledge
quizzes whose purpose is to check the students’ level of knowledge in a fun
way. In doing so, they can, for example, ask questions related to the prescribed
curriculum or design assignments whose solution can be found by further
browsing the internet.
It has also been found that using the internet contributes to the students’
developing various skills, such as research, technology, presentation and/or
communication. In this way, thanks to the numerous and various sources and
data offered to them by the internet, students learn how to:
1. Think about content,
2. Localise information,
3. Sort data,
4. Analyse and organise information,
5. Classify information within a particular context,
6. Think critically,
7. Create new ideas and conclusions, and
8. Express themselves in an effective way.
These highlighted advantages and possibilities offered by the internet lead us
to the conclusion that, despite the negative aspects related to its usage, using
the internet can enrich the teaching process by way of making it more modern
and effective. This is further proven by the fact that today the internet is being
discussed more and more as an essential part of teaching.

Conclusion

It is easy to obtain different teaching and learning resources which can be used
in the teaching process today. We are reminded of this fact primarily by the
textbooks brimming with various teaching and learning resources. However, a
quality teaching process is not determined by the usage of numerous modern
teaching and learning resources, but by a teacher’s success in using the
aforementioned resources to encourage the students to gain knowledge,
profile different skills, and accept and adopt positive values and attitudes. In
order to achieve the potential tasks of teaching and learning resources
successfully, it is extremely important the teacher know how to evaluate the
advantages and disadvantages of said resources and abide by the rules of their
adequate usage. Although determining the stage of working with teaching and
learning resources can seem like unifying and uniforming the teaching process,
this paper presents them as necessary, bearing in mind the fact that teaching is
a complex and often unpredictable process which depends on numerous
factors and whose success is primarily ensured by setting the basic rules for all
of its segments.